Related Services

  • RELATED SERVICES          

     

    For more information contact   Jana Collins, SpEd, ISC

    The special education programs in Wayne County have many sources of quality support services. Listed below are some of the services provided.         

    A.   Audiology -- The role of the audiologist shall consist of audiological needs assessment and development, and the maintenance of means of meeting these needs. These may include:

     

    1. Providing for hearing conservation services, such as:

      • Screening;
      • Screening prior to additional special services;
      • Follow-up evaluations and services.

    2. Providing for habilitative and rehabilitative services.

    3. Providing for maintenance of appropriate records and utilization of data to evaluate and revise program procedures and techniques. Records shall be kept in the student’s confidential folders.

    4. Providing consultative services.

    5. Developing and maintaining liaison with agencies and communities which will provide services complimentary to the educational audiology services.

    6. Participating as a member of placement committees.

     

                                                              

    B.  Physical & Occupational Therapy

    Physical therapy and occupational therapy (PT and OT) are defined in special education law and regulations as “related services,” which are services required to assist a special education student to benefit from his/her instructional program. As such, these therapies, as well as any other related services, should clearly support the special education goals and objectives on the student’s IEP. Also, the amount and extent of PT, OT and other related services should be clearly described on the student’s IEP.

    In the school system, a physical therapist provides services that promote improved quality of movement, posture, motor coordination, appropriate positioning, mobility and functional independence. Therapists recommend, construct and teach others to use and maintain adaptive equipment such as wheelchairs, prone boards and other devices used for positioning and mobility. Also, therapists will develop activities for the teacher to incorporate into the instructional program to reinforce proper position and function.

    Occupational therapists use activities and adapt surroundings to facilitate the student’s independent functioning and decrease the effects of the orthopedic impairment on the student’s participation in the educational program. Therapy seeks to improve quality of movement, fine motor functioning and independence in activities of daily living. Adaptive equipment may be recommended for positioning, feeding, writing and providing access to educational services and programs.

     

    C.  Adaptive Physical Education

     

    1. All disabled students have an opportunity to participate in the regular physical education program unless the IEP specifies a need for a specially designed program or special setting is required. The physical education program must be addressed in all parts of the student’s IEP. Short-term objectives must be completed for any child who participates in adaptive physical education.

    2. Goals for adapted PE programs may include objectives in individual and team play, physical coordination, handling leisure/recreational equipment, socialization and distinguishing between work and leisure activities.

    3. Considerations for students with Orthopedic Impairments participating in adapted PE will include comfortable and nonrestrictive positioning, status of mobility aids and other external support systems, amount of physical assistance required and environmental adaptations to enhance participation.

     

    D.  Transportation

    Specialized transportation is usually necessary for students who are orthopedically impaired and/or medically fragile. It is critically important that transportation personnel receive all pertinent information and training regarding the physical/medical status and needs of student‘s who are orthopedically and medically involved. Beneficial information may be obtained from parents, the special education staff, physician, physical and occupational therapists and transportation personnel.

     

    E.  Assistive Technology

    Under IDEA, assistive technology devices and services have been defined as follows:

    The term “assistive technology device” means any item, piece of equipment, or product system whether acquired commercially off the shelf, modified or customized that is used to increase, maintain or improve functional capabilities of individuals with disabilities.

    The term “assistive technology service” means any service that directly assists an individual with a disability in the selection, acquisition or use of an assistive technology device. This term includes a very long process of activities to include: 

     

    • The evaluation of the needs of an individual with a disability, including a functional evaluation of the individual in the individual’s customary environment

    • Purchasing, leasing or otherwise providing for the acquisition of assistive technology devices by individuals with disabilities

    • Selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing or replacing of assistive technology devices

     

    The Act further provides that these devices and/or services be made available by the public agency to students with disabilities who require such provisions in order to receive a free appropriate public education.